Lietuvos mokytojų, dirbančių su „ActivInspire“ interaktyviąja sistema, patirtys organizuojant pamokos darbą
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The teachers who seek to improve and modernise classroom routines are increasingly offered technological solutions which are not limited only to application of a computer or projector. One of the innovations in Lithuania, which was introduced in 2013 and oriented towards science and mathematics teaching process in the 5th classes, was ActivInspire system. The problem analysed in the article – experience of Lithuania’s school teachers in organising their educational activities in a classroom using ActivInspire system. The research subject – one school year’s teaching experience of teachers who use ActivInspire interactive whiteboard in mathematics and natural science lessons in the 5th classes. The research purpose – to summarize one school year’s teaching experience of teachers in organising their educational activities in classroom using interactive teaching tools (ActivInspire system). The research was carried out in the 2013–2014 school year. Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The research character – qualitative. During a school year, the teachers were writing reflections about their experience in using the interactive teaching tools in lessons: interactive whiteboard, electronic textbooks and student response system. Electronic textbooks for mathematics and science lessons in the 5th class were prepared by publishing house Šviesa. The reflections were written from September to May (inclusive) (January and February excluded), once a week, in free format describing experience in working with the interactive teaching tools. At the end of the article, the conclusions are provided. The teachers who participated in the survey, in principle, give positive assessment to their one school year’s experience in using ActivInspire system. Work with interactive tools in organising a lesson is useful for teachers in various aspects – it provides greater opportunities for both teachers and pupils, increases lesson efficiency, is effective and convenient, helps to manage lesson time and all class, thus increasing pupils’ work performance, making task differentiation easy and keeping attentiveness of pupils. However, in terms of teachers’ experience, mixed attitude towards influence of interactive tools on the management of lesson time and class is observed – alongside positive experience, teachers also notice that use of interactive teaching tools sometimes causes discipline-related problems, as well as prolongation of a lesson time due to lack of teachers’ skills, technical failures, etc.
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